vocational education committee 04/2016mams.rmit.edu.au/qkhdt52nkqok.pdfvocational education...

VOCATIONAL EDUCATION COMMITTEE04/2016

Commercial–in-Confidence

ACKNOWLEDGEMENT OF LAND

Vocational Education Committee acknowledges the Wurundjeri people of the Kulin Nations as the custodians of the land on which RMIT University stands. We pay our respect to their elders, both past and present.

AGENDA MEETING 04 / 2016

Courtroom 3: Building 20, Level 1, Room 7 City Campus on Thursday 19 May 2016, at 9.30AM

*Members are kindly requested to ensure their mobile phones are turned off during the meeting

* No ITEM PRESENTER ACTION

1 PROCEDURAL ITEMS

* 1.1 Attendance and welcome Secretary Information

* 1.2 Order of Business Chair Approval

* 1.3 Minutes of previous meeting: 21 April 2016 Chair Approval

2 ACTIONS ARISING

* 2.1 Rolling action sheet and actions arising Chair Discussion

3 STRATEGIC CONVERSATION

* 3.1 Workforce Capability Plan J McLennan Discussion

4 REPORTS

4.1 Report from Chair Chair Information

4.2 Report from Vocational Education Executive Chair Information

4.3 Report from Education Committee C Underwood Information

4.4 Report from the VET Funding Agreement Working Group J McLennan Information

4.5 Report from Vocational Education Quality Working Group R Bartlett Information

4.6 Report from Associate Degrees Network D McLean Information

5 GOVERNANCE

5.1 No Items

6 BUSINESS

6.1 Scope of Registration M McMaster Noting

6.2 Review of RMIT’s Learning Management System Z Palawczek Discussion

6.3 Issue regarding conversion of CPE grades S Maxwell Discussion

7 OTHER BUSINESS

7.1 No Items

8 CLOSURE – NEXT MEETING

Thursday 16 June 2016

Courtroom 3: Building 20, Level 1, Room 7

Deadline for submission of papers to Secretary: 5.00pm, Thursday 2 June 2016

Vocational Education Committee Agenda and Papers 04/2016 - AGENDA

1

Vocational Education Committee – 03-16 – 21 April 2016 – Unconfirmed Minutes

ROYAL MELBOURNE INSTITUTE OF TECHNOLOGY

VOCATIONAL EDUCATION COMMITTEE

MINUTES OF MEETING NO 03/2016

HELD AT 9.30AM ON 21 APRIL 2016

COURTROOM 3, BUILDING 20, LEVEL 1, ROOM 7, CITY CAMPUS

ATTENDANCE

Chair: Mr Keith Cowlishaw

Attendance: See Appendix 1

Secretary Dr Jessica Lee-Ack

1 PROCEDURAL ITEMS

1.1 Attendance and welcome

Attendance and apologies were noted. The Chair left the meeting at 10.30am and the Deputy Chair, Ms Jane McLennan, oversaw the meeting following the Chair’s departure.

1.2 Order of Business

The following items were starred for discussion: 3.1, 3.2, 4.1, 4.3, 4.5, 4.6 and 7.

1.3 Minutes of Meeting 17 March 2016

The Committee approved the minutes of meeting 2/2016 held on 17 March 2016.

2 ACTIONS ARISING

2.1 Rolling Action Sheet and Actions Arising

Noted.

3 STRATEGIC CONVERSATION

3.1 Presentation on RMIT Scorecard

Dr Anand Kulkarni and Angel Calderon gave a presentation on RMIT’s Scorecard. The following points were noted:

∑ The Scorecard includes 20 KPIs and progress will be reported to Council in June and December;

∑ The definition of “student progression” for Vocational Education students is equivalent to “Modular Load Completion Rate” (MLCR) and MLCR is impacted by a number of factors including compliance requirements;

∑ The Scorecard includes a new metric “Net Promoter Score” or NPS – data on NPS will be collected in May, August and October;

∑ The RMIT NPS is different to the State Government survey of Vocational Education students that was undertaken in 2015 and will be undertaken again in 2016;

∑ Data for “Good Teaching Score” and “Overall Satisfaction Index” is sourced from NCVER; and

∑ For some metrics there are different definitions for Vocational Educational and Higher Education students, for example for Vocational Education students “graduates in employment” encompasses part-time and full-time employment however for Higher

Vocational Education Committee Agenda and Papers 04/2016 - PROCEDURAL ITEMS

2


Education students the definition is limited to full-time employment; and ∑ College performance measures are based on the University Scorecard and a “Balanced

Scorecard” and “Management Dashboard” are also in development to help monitor progress.

The Committee agreed that College KPIs have been developed which align with the University scorecard and College plans are being developed to address the improvements identified. The Committee also noted that the metrics were largely lagging indicators and it would be useful to identify more lead indicators for Vocational Education. The Committee also noted that analysis presented to Vocational Education Executive Committee indicated that making assessment clearer would have a positive impact on RMIT’s performance against several metrics. A copy of the presentation can be found at Attachment 1. The Chair encouraged members who have issues with the definition of the KPIs and/or the achievement of the targets to raise these issues at future Committee meetings.

3.2 ASQA Compliance – Testing Ourselves

The Chair distributed a flowchart showing the interrelationship between compliance requirements, governance Committees and operational units (see Attachment 2). The Committee discussed RMIT’s preparedness for an ASQA audit. The Committee noted that the ASQA Rectification Plan was finalised in July 2015 and Vocational Education Committee was given oversight of continuous improvement activities that build on the Plan.

The Committee noted that while mock audits are resource intensive, such audits would provide a clearer sense of RMIT’s position and also provide valuable learning for teachers and staff in Schools as well as RMIT’s governance Committees.

It was agreed that Michelle Hoodhoy and Samantha Young would come back to the Committee in May on a) the feasibility of a single rectification plan and b) the audit plan for 2016. It was also agreed that the Chair would follow up on traffic light reports submitted by the Colleges in 2015 and provide an update at the May meeting.

4 REPORTS

4.1 Report from Chair

The Chair had to leave at 10.20pm. Item not discussed.

4.2 Report from Vocational Education Executive

Item not discussed.

4.3 Report from Education Committee

The Committee noted that Education Committee:

∑ endorsed the use of the VETASSESS test for admission to the Diploma of Nursing;∑ discussed the review of the “learning ecosystem”, highlighting the need to focus on what

RMIT wants from its learning management systems and the importance of staff training;∑ discussed three categories of programs for RMIT University Vietnam and the approval

process for these programs;∑ received an update on the Top 200 Program project, with a more detailed briefing to

follow at the May meeting; and∑ noted the new model of delivery for six postgraduate programs to be developed in fully

online mode in collaboration with Keypath education.

It was agreed that a new standing item on “Reviewing RMIT’s Learning System” would be added to the agenda and Associate Professor Zosh Pawlaczek would report back to the Committee as required.


3


4.4 Report from VET Funding Agreement Working Group

Item not discussed.

4.5 Report from Vocational Education Quality Working Group

The Committee was advised that Vocational Education Quality Working Group met on 13 April and discussed a range of issues including templates and the need for new templates or changes to templates to be planned and well communicated. Other issues discussed by the Working Group including:

∑ the extension of transition time for a specific group of training packages (from 12 months to 18 months);

∑ ongoing work in the College of SEH and DSC through trial validation process;∑ the updated TAE training package and developing an RMIT-wide approach to interpreting

vocational education competency and equivalency for teaching staff; and∑ progress in developing the Trainer and Assessor Register which is nearly completed.

4.6 Report from Associate Degree Network

The Committee noted that the Network is responsible for implementing the 10 recommendations from the Review of associate degree program design guidelines and principles for development (tabled at VCE in February 2015). This includes projects focused on scholarship in Vocational Education programs and assessment structures, methods and behaviours in Associate Degrees. The Network will provide updates and recommendations to Vocational Education Committee on these projects as required. The Committee noted that when the Network meets next week, they will discuss the feasibility setting up a separate career for Associate Degrees within RMIT’s systems to enable timely release of results.

5 GOVERNANCE

5.1 No items

6 BUSINESS

6.1 Scope of Registration – March 2016

The Committee noted the changes to the Scope of Registration in March 2016.

6.2 VE Compliance Update

The Committee noted the VE Compliance Update.

7 OTHER BUSINESS

7.1 Issue relating to CPE Interium Grades

Sherridan Maxwell advised that she would be submitting a paper for the May meeting outlining the issue of CPE results (grades pending employer sign-off) being automatically converted to a fail after 6 months.

7.2 VET Link

Members noted that the next VET Link session will be held on 22 April and will focus on quality teaching.


4


8 CLOSURE – NEXT MEETING

8.1 Next meeting – Thursday 19 May 2016

CHAIR:

DATE:


5


Appendix 1 - Attendance

Ex Officio: Represented by:

Executive Director, Vocational Education; Mr Keith Cowlishaw Present

Deputy Director Vocational Education; Ms Jane McLennan Present

Dean Learning and Teaching, or nomineeAssociate Professor Zosh Pawlaczek

Present

Deputy Pro Vice Chancellors Learning and Teaching from the College of Business, College of Design and Social Context and the College of Science, Engineering and Health, or nominees;

Ms Julie MacPherson (BUS) Present

Ms Jane McGlashen (DSC) Apology

Ms Sherridan Maxwell (SEH) Present

A Head of School with responsibility of Vocational Education from each College of Business, Design and Social Context and Science, Engineering and Health;

Mr Graham Airey (BUS) Present

Mr Michael Goss (DSC) Present

Ms Cheryl Underwood (SEH) Present

Academic Registrar, or nominee; Dr Kai Jensen Present

One Vocational Education student nominated by the Student Union Council;

Mr Alex BorsatoAlternate: Mr Carl Melkonian

Apology

One elected Vocational Education staff member (employed 0.5 and above and elected from Vocational Education Teachers employed 0.5 and above of the University);

Ms Nancy Everingham Apology

Executive Director, Business Analytics and Planning, or nominee;

VACANT

Head of Global Quality, Regulation and Compliance Group; Ms Michelle Hoodbhoy Present

One nominee of the Academic Board; Dr Ejanul Haque Apology

Chair of Academic Board or nominee; and Ms Ruth Barlett Present

Deputy Chair of Academic Board or nominee. Ms Clare Renner Present

Assistant Director, Quality and Regulation Dr Samantha Young Present

In attendance:∑ Dr Jessica Lee-Ack, Senior Governance Officer∑ Dr Anand Kulkarni, Senior Manager, Planning & Research, Strategy and Analytics (for Item 3.1)∑ Mr Angel Calderon, Principal Advisor, Planning and Research, Strategy and Analytics (for Item 3.1)


6

University Scorecard: VE related metricsPresentation to the Vocational Education Sub-Committee

Angel Calderon and Anand Kulkarni

Strategy and Governance

21 April 2016


7

RMIT Strategic Plan 2016-2020

1

• 3 Directions• 7 Goals• 28 Priorities• More than 60 Focus Area Activities


8

Objective of the University Scorecard

• The Scorecard will be used to assess RMITperformance against Ready for life and work: RMIT’sstrategic plan to 2020.

• It is anticipated that Scorecard updates will be provided to Council and an annual end of year summary will be provided to the Nominations and Remuneration Committee to facilitate assessment of RMIT performance.

• Not all KPIs will have updated information available for all reporting periods.

2


9

Summary 2016 RMIT University Scorecard and 2020 aspirationRef. KPI 2016 Target 2020 aspiration

Direction 1: Life-changing experiencesStudent satisfaction and progression

KPI 1 Net Promoter Score (NPS - students)(n/a)

TBD (Baseline to be set)

KPI 2 Student progress rate (HE and VE)HE - 88.5%VE - 82.2%

Be in top 10 universities nationally (HE) and equal to or greater than the state average (VE)

KPI 3 Good Teaching Score (HE, Vietnam, SIM and VE)HE - 66.5%VE - 87.3%

VN - 65.2%SIM - 62.0%

Be equal to or greater than national (HE) or state average (VE)

KPI 4 Overall Satisfaction Index (HE, Vietnam, SIM and VE)HE - 78.6%VE - 86.6%

VN - 84.9%SIM - 79.1%


Graduate outcomes

KPI 5 % of graduates in employment (HE, Vietnam, SIM and VE)

HE - 67.4%VE - 70.6%

VN - 79%SIM - 78%


KPI 6 % of graduates in further study (HE, VE)HE - 15.3%VE - 54%

Be in top 10 universities nationally (HE) or maintain equal to or above state average (VE)

KPI 7 % of graduates who are self-employed (in enterprise formation) (HE, Vietnam, SIM and VE)

HE - 5.8% VE - 9.5%

VN - 10%SIM - 7% Maintain top 10 ranking nationally (HE) or maintain

equal to or above state average (VE)

KPI 8 Develop and launch a strategy to create a step change in overall student satisfaction across the top 200 programs

TBDTBD through development of strategy

Student access

KPI 9 % of commencing domestic students from low SES backgrounds (HE and VE)

HE - 15.7%VE - 18.3%

Match the performance of leading Australian institutions and exceed the national (HE) or state (VE) average

KPI 10 % of commencing domestic students from Aboriginal and Torres Strait Islander backgrounds (HE and VE)

HE - 0.65%VE - 1.19% Be equal to or greater than state average (HE and

VE)

3


10

Direction 2: Passion with purpose 2016 Target 2020 Aspiration

Finance measures

KPI11 RMIT Group revenue2016 group revenue will be as per the agreed budget ($1,161.4 million)

Percentage growth in revenue to be higher than percentage growth in expenditure

KPI12 RMIT Group EBITDA2016 EBITDA will be as per the agreed budget ($148.6 million)

Percentage growth in revenue to be higher than percentage growth in expenditure

Staff engagement, equity participation and organisational health

KPI13RMIT staff engagement based on average (% favourable) of 8 key staff survey questions that reflect strategic priority areas

57% favourable - 2 percentage point increase over baseline

10 percentage point increase over 2015 baseline

KPI14 % average female participation in identified leadership positions

31.5% female participation 60:40 by 2020

KPI15 Lost time injury frequency rate (LTIFR - organisational health)

2.02 1.25 while aiming to prevent all major injuries

Major project success

KPI 16 Delivery of major project benefits to business case TBD TBD (Baseline to be set)

Direction 3: Shaping the worldResearch community productivity and quality

KPI 17 Number of Scopus publications 2,056 To be #3 in Victoria & #2 in ATN by 2020 To maintain a minimum 9.5% growth rate to 2020

Number of non-Scopus ERA recognisable outputs 1,283 To maintain a minimum 5% growth rate to 2020

Number of citations (Scopus) 22,313 To maintain a minimum 9.5% growth rate to 2020

Total HERDC Cat2-4 (Industry & other) research income, excluding HDR fees

$26,667,473 To achieve 5% growth in 2016, then a minimum 10% growth rate 2017-2020

KPI 18 RMIT HDR enrolments 2,186 To be #3 in Victoria & #2 in the ATN by 2020

KPI 19 No. of PhD Scopus publications and No .of PhD non-Scopus ERA recognisable outputs

460230

To achieve 1 Scopus or non-Scopus ERA recognisable output/candidature (Bus, DSC), 3/candidature (SEH) by 2020

Global mobility

KPI 20 Student Mobility (volume) 2,000 (25% growth on 2014 baseline) Be #1 among ATN universities and top 3 for all Australian institutions

4


11

Student Satisfaction and Progression

• Issues: Lagging and limited data about VE

• Difficulty in comparing reciprocal and corresponding institutions


12

KPI 1: Student satisfaction and progression: Net Promoter Score (NPS)

2016 target and 2020 aspiration: Baseline to be set

Definition/method: Survey item to measure how students’ experience influences their overall loyalty to RMIT as an institution. Respondents answer on a scale of 0 to 10: How likely is that you would recommend <RMIT/program> to a friend, colleague or relative?

Responses are categorised as follows:

NPS = The per cent of ‘promoters’ minus the per cent of ‘detractors’

Current performance: N/A. A proxy measure in the 2014 Beyond Graduation Survey indicates that 22% of RMIT graduates (3-years out) are ‘extremely likely’ to repeat same qualification at the same institution (30% average across Australia).

Proposed implementation at RMIT: A strategic NPS administered by an external company, timed to feed into quarterly updates against the Scorecard. It will be calculated based on a stratified randomised sample aligned to RMIT’s student profile.

This will be also underpinned by:

• An episodic NPS collected through questions inserted into existing student and graduate surveys (in progress)

• A consistent set of NPS questions proposed across implementation streams, e.g.:

• How likely is that you would recommend <RMIT> <program completed at RMIT> to a friend, colleague or relative?

• What is the main reason for giving this score?

• A periodic and targeted NPS focusing on, and aligned to, specific aspects of the student lifecycle and key aspects of service delivery will also be considered.

Timing: First NPS by mid-2016.


13

KPI 2: Student satisfaction and progression: Student progress rate (HE and VE)

Source: RMIT Stats and Reporting, NCVER, Student and Courses 2013

2020 aspiration

• HE - Be in the top 10 universities nationally (projected 91% to be ranked in top 10)

• VE - Be equal to or greater than state average

2016 target

• HE - 88.5% (2015 - 88.3%)

• VE - 82.2% (2015 - 80.7%)

Definition/method

• HE - The student progress rate measures successful student subject load

• VE - Those who have had their competency assessed and passed plus recognition of prior learning (RPL) divided by total load (government-funded VE)

Source: Australian Department of Education, Selected Higher Education Student Statistics, 2015

70%

74%

78%

82%

86%

90%

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

VE: Student pass rate

Notes• 2016 targets/projections based on current performance and where

we aspire to be in 2020 • HE data is for domestic students - further consideration is being

given to a total RMIT student measure - if an appropriate benchmark can be found

• Student pass rate - VE - benchmark based on government-funded VE only (best available benchmark)

84%

86%

88%

90%

92%

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

HE: Student pass rate


14

Student Satisfaction and Progression

• Issues: Annual survey of graduates; stratified random sample

• Difficulty in comparing reciprocal and corresponding institutions / no institutional break downs


15

Source: NCVER, Student Outcomes Survey, RMIT data file, 2014

KPI 3: Student satisfaction and progression: Good teaching score (HE and VE)

Source: GCA, Australian Graduate Survey, national data file, 2014

2020 aspiration

• HE - Be equal to or greater than the national average (projected 75.3% in 2020)

• VE - Be equal to or greater than state average (projected 89.5% in 2020)

2016 target

• HE - 66.5% (2015 - 65.5%)

• VE - 87.3% (2015 - 86.7%)

Definition/method

• HE - % agreement with items that comprise good teaching scale (QILT-GOS) - domestic and international onshore students

• VE - % agreement with items that comprise good teaching scale (SOS)

50%

60%

70%

80%

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

HE: Good teaching - onshore

70%

80%

90%

100%

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

VE: Good teaching - domestic

Notes• 2016 targets/projections based on current performance

and where we aspire to be in 2020• 2015 HE results are provisional – final data will be

available in early January 2016 for HE and VE• From 2015 Quality Indicators of Learning and Teaching

(QILT) replaced AGS


16

KPI 4: Student satisfaction and progression: Overall satisfaction index (HE and VE)



2020 aspiration

• HE - Be at or above national average (projected 85.9% in 2020)

• VE - Maintain equal to or greater than state average (projected from 86.6% in 2015)

2016 target

• HE - 78.6% (2015 - 78.2%)

• VE - 86.6% (2015 - 86.6%)

Definition/method

• HE - % agreement with the overall satisfaction item (QILT - GOS): domestic and international onshore students

• VE - % agreement with the overall satisfaction item (SOS - domestic students only)

72%

76%

80%

84%

88%

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

HE: Overall satisfaction - onshore

75%

80%

85%

90%

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

VE: Overall satisfaction - domestic

Notes• 2016 targets/projections based on current performance and

where we aspire to be in 2020• 2015 HE results are provisional - final data will be available

in early January 2016 for HE and VE• From 2015 Quality Indicators of Learning and Teaching

(QILT) replaced AGS


17

Graduate outcomes



11


18



12

Graduate outcomes


19

KPI 5: Graduate outcomes: % of graduates in employment (HE and VE)



2020 aspiration

• HE - Be greater than or equal to the national average (projected 74.0% in 2020)

• VE - Be equal to or greater than the state average (projected 77.2% in 2020)

2016 target

• HE - 67.4% (2015 - 65.7%)

• VE - 70.6% (2014 - 69.6%)

Definition/method

• HE - % of domestic graduates in full time employment within 4 months of graduation (QILT - GOS) - domestic students only

• VE - % of domestic graduates in either full-time or part-time employment within 6 months of graduation (SOS) - domestic students only

50%

60%

70%

80%

90%

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

HE: Graduates in full time employment

64%

68%

72%

76%

80%

84%

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

VE: Graduates in employment

Notes• 2016 targets/projections based on current performance and

where we aspire to be in 2020• 2015 HE results are provisional. Final data will be available in

early January 2016 for HE and VE• From 2015 Quality Indicators of Learning and Teaching (QILT)

replaced AGS


20

KPI 6: Graduate outcomes: % of graduates in further study (HE and VE)2020 aspiration

• HE - Be in top 10 universities nationally (projected to be 18% in 2020)

• VE - Maintain equal to or above state average (projected to be 35% in 2020)

2016 target

• HE - 15.3% (2015 - 15.3%)

• VE - 54% (2015 - 53.8%)

Definition/method

• HE - % of graduates in further full-time study four months after completion of HE qualification (QILT) - domestic students only. 18 % anticipated value to get RMIT into top 10

• VE - % of graduates in further study six months after completion of VE qualification (SOS) - domestic students only


4%

8%

12%

16%

20%

24%

28%

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

HE: Further study - domestic

RMIT

Australia


25%

35%

45%

55%

65%

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

VE: Further study - domestic

Notes• 2016 targets/projections based on current performance and where we

aspire to be in 2020• 2015 HE results are provisional. Final data will be available in early

January 2016 for HE and VE• From 2015 Quality Indicators of Learning and Teaching (QILT) replaced

AGS• No further full time study for Vietnam and SIM because internal data

suggests students move on to work and not further study• This KPI will be reviewed during 2016 to identify if an alternative KPI that

more closely measures our “connectedness” strategic plan objectives (e.g. student flow within RMIT)


21

KPI 7: Graduate outcomes: % of graduates who are self-employed (HE and VE)2020 aspiration

• HE - Remain in top 10 universities in Australia (6.6%)

• VE - Be equal to or above state average (11%)

2016 target

• HE - 5.8% (2014 - 4.3%)

• VE - 9.5% (2014 - 9.0%)

Definition/method

• HE - % of graduates who are self-employed (in enterprise formation) (QILT - GOS) - domestic students only

• VE - % of graduates who are self-employed (in enterprise formation) (SOS) - domestic students only

0%

2%

4%

6%

8%

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

HE: Enterprise formation - domestic

5%

7%

9%

11%

13%

15%

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

VE: Enterprise formation - domestic



Notes• 2016 targets/projections based on current performance and where

we aspire to be in 2020• 2015 HE results are provisional. Final data will be available in early

January 2016 for HE and VE• From 2015 Quality Indicators of Learning and Teaching (QILT)

replaced AGS


22

Student access

Issues: Data availability for VE and consistency in reporting (State / Federal jurisdictions)

Difficulty in comparing public providers

Lens and timeliness of the Victorian Market Training Reports.

16


23

Sources: RMIT Stats and Reporting, NCVER, Student and Courses 2013. 2015 VE data as at 10/11/2015

KPI 9: Student access: % of commencing students from low SES backgrounds (HE and VE)2020 aspiration

• HE - Match the performance of leading Australian institutions and exceed the national average (20%)

• VE - Match the performance of leading Australian institutions and exceed the state average (20%)

2016 target

• HE - 15.7% (2015 - 15.3%)

• VE - 18.7% (2015 - 18.3%)

Definition/method

• HE and VE - % of commencing domestic students who are from Low SES background. Low SES is measured by applying the ABS 2011 SEIFA (Socio-Economic Indexes for Areas) Index of Education to the postcode of students' permanent home residence

Source: RMIT Stats and reporting. HE Dataset 9/11/2015

Notes• External benchmarking is currently unavailable for VE commencing

students and alternatives are being explored

0%

5%

10%

15%

20%

25%

2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Low SES Background Student Access (all commencing HE students)

10%

12%

14%

16%

18%

20%

22%

2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Low SES Background Student Access (all commencing VE students)


24

KPI 10: Student access: % of commencing students from Aboriginal and Torres Strait Islander backgrounds (HE and VE)

Source: RMIT Stats and Reporting; NCVER, Student and Courses 2013. HE data

as at 9/11/2015, 2015 VE data as at 10/11/2015.

2020 aspiration

• HE - Equal to or greater than the Victorian average for Aboriginal and Torres Strait Islander Background commencing students (0.82% in 2014)

• VE - 1.5% of commencing VE students will be of Aboriginal and Torres Strait Islander background

2016 target

• HE - 0.65% (2015 - 0.61%)

• VE - 1.19% (2015 - 1.1%)

Definition/method

• HE and VE - Refers to the % of commencing domestic students who identify as from Aboriginal and Torres Strait Islander backgrounds (headcount)

Source: Australian Department of Education, Selected Higher Education Student Statistics, 2014

0.0%

0.5%

1.0%

1.5%

2.0%

2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

VE: Aboriginal and Torres Strait Islander Background Student Access (all commencing VE

students)

Notes• 2016 targets are 2014 projections based on current performance and

where we aspire to be in 2020• VE target set by a combination of internal analysis of NCVER total VE

proportions in Victoria and internal aspiration. No directly comparable external benchmark available and alternatives are being explored. Total Victorian 2013 VE population is 1.5% (all ATSI students, not just commencing - NCVER)

• 0.82% 2020 aspiration represents 2014 HE National benchmark

0.20%

0.30%

0.40%

0.50%

0.60%

0.70%

0.80%

0.90%

2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

HE: Aboriginal and Torres Strait Islander Background Student Access (all commencing HE students)

Victoria

RMIT


25


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Item 2.1

Submission to Vocational Education Committee

TITLE Rolling Actions

EXECUTIVE SUMMARY

The Vocational Education Committee is a sub-committee of the Education Committee and provides advice and recommendations to Education Committee related to nationally accredited Vocational Education in relation to policies, procedures and quality assurance. The committee considers and makes recommendations affecting vocational education policy and identifies vocational education strategic issues that merit Academic Board consideration.

The rolling action sheet is a standing item of the agenda and is revised after each meeting of the committee.The rolling action sheet contains a record of the incomplete actions and decisions of the committee up to and including those of the meeting held on 21 April 2016.

The committee is asked to note the details and status of its incomplete actions and decisions.

BACKGROUND AND PREVIOUS CONSIDERATION

N/A

DISCUSSION/RATIONALE FOR RECOMMENDATIONS

N/A

FINANCIAL IMPLICATIONS

N/A

INSTITUTIONAL RISKSN/A

ATTACHMENTS

Rolling Action Sheet

Submitted by:

Name: Mr Keith Cowlishaw

Title: Chair, Vocational Education Committee

Date: 5 May 2016

Vocational Education Committee Agenda and Papers 04/2016 - ACTIONS ARISING

27

of 1

Vocational Education CommitteeRolling Action Sheet – updated following 21 April 2016 meeting

Dr Jessica Lee-AckSecretary, VE Committee, 21 April 2016

Status Key: On track Requires focus At riskG Y R

No Item and Meeting Reference Action Required Responsibility Due Status

09-15 (1)09-15 – Presentation on RMIT Digital

Chair to invite Rebekah Taka to present at future meeting to provide an update on Digital strategy. Chair Q2 In

progress

01-16 (5)6.1 VE Validation Schedule 2015 - 2019

Ruth Bartlett to invite small group of staff to report back on validation.

R Bartlett June In progress

02-16 (1)Item 2.2 Vocational Education Committee Workplan

Associate Professor Zosh Pawlaczek would develop a dashboard of Vocational Education programs in the Top 200 Programs Project and circulate the dashboard to members.

Z Pawlaczek April

02-16 (2)Item 4.2 Report from Vocational Education Executive

Chair and Deputy to discuss the issue of establishing a central register or repository of information regarding the development of international partnership arrangements for Vocational Education and report back to the Committee at the April meeting.

Chair and Deputy Chair

April

03-16 (1)Item 3.1 Presentation on RMIT Scorecard

Secretary to distribute copy of PowerPoint presentation along with draft minutes. Secretary April NEW

03-16 (2)Item 3.2 ASQA Compliance –Testing Ourselves

Michelle Hoodhoy and Samantha Young to report back to the Committee on a) the feasibility of a single rectification plan; and b) the audit plan for 2016.

M Hoodhoy and S Young

May NEW

03-16 (3)Item 3.2 ASQA Compliance –Testing Ourselves

Chair to follow up on traffic light reports submitted by the Colleges in 2015 and provide an update at the May meeting. Chair May NEW

03-16 (4)Item 4.3 Report from Education Committee

Secretary to add new standing item on “Review of RMIT’s Learning Management System” would be added to the agenda. Secretary May NEW

G

G

Y

Y

Vocational Education Committee Agenda and Papers 04/2016 - ACTIONS ARISING

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TITLE Draft VE Workforce Capability plan 2016

EXECUTIVE SUMMARY

Key Issues

The draft VE Workforce Capability plan has been designed to address the high level internal and external VE survey results to improve the overall teaching and learning student experience. This PD program will be delivered by internal and external RMIT staff and is funded for 2016. A Steering Committee has been established to provide advice and guidance on the prioritisation of programs and support will be provided by HR.

Recommendations

That Vocational Education Committee to endorse the draft VE Workforce Capability plan for implementation from mid-year 2016.

Timing of Decisions

Approval required by the end of May to roll out the suite of PD programs.

Further Information

Office of Executive Director Vocational Education

Communication and Confidentiality

For distribution to Schools and VE teaching staff

REMAINDER OF PAPER

BACKGROUND AND PREVIOUS CONSIDERATION BY VOCATIONAL EDUCATION COMMITTEE

N/A



N/A

INSTITUTIONAL RISKS

N/A

ATTACHMENTS

Draft VE Staff Capability plan 2016

Submitted by:Jane McLennan Assistant Director Vocational Education

Vocational Education Committee Agenda and Papers 04/2016 - STRATEGIC CONVERSATIONS

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Workforce capability draft program 2016 version 1 1

Vocational Education Workforce capability draft program 2016

RMIT is committed to the student experience and student outcomes and monitors a range of feedback to address concerns and issues raised for actioning. The main survey instruments include:

External:-

∑ NCVER Student Outcomes Survey – administered annually to of students who completed government-funded vocational education and training (VET) during 2014, with the data collected in mid-2015. Government-funded VET is broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and private training providers.

∑ HESG Key Performance Indicator Survey – In 2015, the Victorian Department of Education and Training released a survey to 220,000 students who either completed or discontinued training in 2014. The invitation was sent by letter and invitees were asked to complete an online survey. This survey supports the collection of nine Registered Training Organisation (RTO) performance measures. This collection builds on data collected in 2014 when the measures were trialled.

∑ Learner and Employer Surveys –Registered Training Organisations (RTOs) are requiredannually, under both the Australian Quality Training Framework (AQTF) Essential Conditions and Standards for Initial / Continuing Registration and the VET Quality Framework, to collect and report their performance against the following Quality indicators to their Registering Body:

∑ Learner Engagement∑ Employer Satisfaction

Internal:

∑ Course Experience survey∑ Student Experience survey

The results of these surveys are demonstrating the following:∑ Low student satisfaction rates∑ Low rates of “employment outcomes/improved employment outcomes”.∑ Declining levels of overall student satisfaction and good teaching

To address the teaching and learning issues that can impact the student satisfaction and employment outcomes, a professional development suite of programs is proposed with links with the RMIT Capability Framework


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Workforce capability draft program 2016 version 1 2

DRAFT VE PROFESSIONAL DEVELOPMENT SUITE OF PROGRAMS

Induction

An online induction program for all VE teaching staff will cover all requirements for teaching in VE at RMIT. The program will focus on teaching and learning quality to improve student satisfaction. The program will include: teaching preparation, student engagement, teaching with technology, student centred learning, embracing diversity, assessment and feedback, presentation skills and work skill instructions, including the requirements of the HESG VET Funding Contract and the requirements of Standards for Registered Training Organisations 2015. There is also the opportunity to include specific School induction information.

The outcome of this structured program would be a more trained, professional and engaged teaching workforce, capable of provided tailored and student centred learning which in turn would increase student satisfaction, completions and employment outcomes.

PedagogyTeaching and Learning Teaching strategies for successful facilitation

How to flip a classroom – design and deliveryEmbedding employability skills in training and assessmentLLN support throughout training and assessmentEmerging trends in learning

Assessment Design and develop quality assessment toolsStreamlined assessmentsGrading in a competency frameworkHow to create effective and simple marking guides and rubrics

Learning Program Design Developing training and assessment strategiesClustering units of competence and mapping assessments

Digital Literacy Education practice using technologyDesigning learning activities for blended deliveryPedagogical design with digital tools – assessment firstUtilising technology at RMIT – the classroom and beyond

ProfessionalismCompletion of Diploma of VET (target for upgrading teaching staff)Completion of Graduate Diploma in Adult and Vocational Education (target for upgrading teaching staff)Upgrade to TAE40116 Certificate IV in Training and AssessmentManaging teamsDevelopment of a VE Leaders program and network to develop aspiring VE leaders. Would include a mentor program.Maintaining industry currency

QualityApplying the ACSFValidating assessment toolsUnderstanding the Standards for Registered Training Organisations 2015HESG training contract – what does it mean for teachers at RMIT?

PartnershipsEngaging industry in assessment validationCustomising program delivery to meet industry needs


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TITLE Scope of Registration – Vocational Education – April 2016

EXECUTIVE SUMMARY

Key Issues

The Scope of Registration contains the nationally accredited Vocational Education programs delivered by RMIT University. This paper provides details of the changes to the Scope of Registration for April 2016. Table 1 provides a list of new programs, Table 2 provides a list of program variations and Table 3 provides a list of inactivated programs during April 2016.

Table 1 – New Programs – April 2016Category College National ID Plan Code Formal Program DescriptionNew programs –April 2016

Science, Engineering and Health HLT42015 C4383 Certificate IV in Massage Therapy

New programs –April 2016

Science, Engineering and Health 0037S0116 S0116 HLTAID001 CPR

Table 2 –Programs Variations – April 2016Category College National ID Plan Code Formal Program DescriptionProgram Variations – April 2016

RMIT Business BSB40515 C4358 Certificate IV in Business Administration

Program Variations – April 2016

RMIT Business BSB50115 C5344 Diploma of Advertising


RMIT Business 22276VIC C6141 Advanced Diploma of Legal Practice


Science Engineering Health CPC32413 C3312 Certificate III in Plumbing


Science Engineering Health 0037S0104 S0104 Provide advanced first aid

(HLTAID006)Program Variations – April 2016

Science Engineering Health 0037S0116 S0116 HLTAID001 CPR


Science Engineering Health HLT47815 C4375S Certificate IV in Optical

DispensingProgram Variations – April 2016

Science Engineering Health HLT47815 C4375A Certificate IV in Optical

DispensingProgram Variations – April 2016

Science Engineering Health HLT47815 C4375F Certificate IV in Optical

Dispensing

Table 3 – Inactivated Programs – April 2016Category College National ID Plan Code Formal Program Description

Inactivation –April 2016

Design and the Social Context BSB51107 C5222 Diploma of Management

Inactivation –April 2016 RMIT Business FNS40211 C4325 Certificate IV in BookkeepingInactivation –April 2016 RMIT Business FNS50411 C5324 Diploma of Conveyancing

Inactivation –April 2016 RMIT Business BSB60407 C6100 Advanced Diploma of

ManagementInactivation –April 2016 RMIT Business BSB60110 C6116 Advanced Diploma of Advertising

Vocational Education Committee Agenda and Papers 04/2016 - BUSINESS

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Recommendations

That Vocational Education Committee note changes to the Scope of Registration for April 2016.

Timing of Decisions

N/A

Further Information

N/A


This paper is not confidential. Communication regarding this paper is the responsibility of the Academic Registrar.

REMAINDER OF PAPER

BACKGROUND AND PREVIOUS CONSIDERATION

N/A


N/A


N/A

INSTITUTIONAL RISKS

N/A

ATTACHMENTS

None

Submitted by:Name: Dr Maddy McMaster

Title: Academic Registrar

Date: 29 April 2016


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TITLE Issue regarding conversion of CPE grades

EXECUTIVE SUMMARY

Key Issues

In order to support students in their apprenticeships and their employers, RMIT developed a CPE grade. This grade shows both the employer and the student, the students’ progress through their training; that is when RMIT has deemed the student competent however the employer must also approve this final grade.

Assessment Support Unit are proposing to convert expired CPE grades (Competency achieved, pending employer sign-off ) to DNS grades. This would not accurately reflect that the student has met the university’s assessment requirements for the course. It would also increase the difficulty in managing employer sign off, a HESG requirement for apprenticeship delivery.

Recommendations (including action Vocational Education Committee must take)

That the VET Committee recommend to Education Committee that expired CPE grades are not converted to DNS; in particular to apprenticeships with active enrolments.

Timing of Decisions

This to be raised at the next Education Committee meeting.

Further Information

Further information can be supplied if required by the Education Committee


This paper is not confidential.

BACKGROUND AND PREVIOUS CONSIDERATION BY VOCATIONAL EDUCATION COMMITTEE

The CPE grade denotes that RMIT has assessed the student as competent and the employer sign-off is pending. This is effectively a final grade and must be approved by a course assessment committee (CAC). Its conversion to CA on receipt of employer sign-off is an administrative process, and does not require CAC approval.


The Assessment Support Unit has advised colleges that the Education Committee has confirmed CPEgrades should be converted to fail grades ( DNS) after the expired period of 6 months.( Assessment Support Advisory Group (ASAG) minutes from Monday 21 March 2016 item 5.4 relates to the conversion of the CPE grades).

The process is that a school requests employers sign off competencies quarterly through progress reports, training plans and more recently the online system VEESS, Vocational Education Employer Self Serve. However some employers either do not provide sign off in a timely manner or prefer to sign off at the completion of the apprenticeship training contract.


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The course numbers in apprenticeship programs can range between 40 – 90 units of competency per program and require considerable effort to track and manage employer confirmation and grade amendments.

The Global Enrolments project recently developed SAMS functionality to support apprenticeship programswith new functionality to populate the training plan with the student’s current results from SAMS. The project also developed the VEESS, Vocational Education Employer Self Serve system which enables employers to confirm competence and sign training plans online.

If under the proposed ASU advice the expired CPE grades are converted, the training plans will be populatedwith a DNS grade; thus rendering the training plan an in-effective tool to seek employer sign off either in hard copy format or online in VEESS.

The CPE grade enables us to manage employer sign off through the university's academic management system. The benefit of VEESS and SAMS training plan is still to be fully realised however the conversion of the CPE grades to DNS will negatively impact the investment in the new functionality.

This will also reflect a poor student experience


There could be financial implications in a HESG audit if the change of grade to DNS was deemed non compliant.

INSTITUTIONAL RISKS

Risk of non – compliance with the VTG contract and DEECD guidelines for Apprenticeship/Traineeship training delivery

ATTACHMENTS

None

Submitted by:

Name: Sherridan Maxwell

Title: Ms

Date: 05/05/2016


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